 My name is Jean Vieux. I will give you more details about me in a minute. Let me just take you through the plan for today. Wait for the screen to show. Thank you. So the plan for this 15-minute sprint, if I can try and be there in 15 minutes, is to do this. So first I will introduce myself. And then I will tell you what are core skills because of the topic I'm presenting today, screening core skills using MutoQuiz. And then I will tell you the approach we use at the college where I work. And then we go through a quick look overview of whether employers are satisfied with college or school leavers' skills. And we look at advantages of these skills. And then I show you the three quizzes we do at the college, and the results, and the grades, and then how we meet students' needs if we can. Then there will be a question also, I think, in the end and references. Okay. So that's the plan. So introduction quickly. So as I said, my name is Jean Vieux, Goulouzeza. I'm a lecturer at the city of Glasgow College. I teach essential skills, and I tell you these skills in a minute. And I call myself a MutoConvert or MutoEvangelist, if that word exists. I started using Muto since 2000, I think, 2009. I trained teachers in Africa, Burundi, where I come from originally. Yes, my name there. And I do bits of research at I have a blog. If you are interested, you can go there and look. It's called My Teacher Training Development.blogspot.co.uk. So the college where I work is a brand new college, and it's a major between three colleges. We have about 30,000 students, a lot of students from different countries, about 100 languages and nationalities. And these students bring their own experience and skills to the college. Now the question is, how do we major? How do we know their levels? How do we know their backgrounds? How do we know their barriers? So we use Muto screening skills, screening using the quiz in Muto. And the approach is this. So can I maybe quickly check with you guys? Are you familiar with these? I come from Scotland, so hands up if you are familiar with these. Thank you. So it's just to connect with you. So you may have, maybe you may use different terminology in England. I don't know. Anybody uses key skills or functional skills? I don't know what you call it, yeah? Functional skills, yeah. So these are the skills I'm talking about. And it's not about the picture there. It's not good. So as you can see, there are about five. So my job is to teach those. But before I teach those, I need to make sure I know the levels of students and the only way I know is using a quiz. The quiz is developed by the essential skills department where I work. And so we develop communication quiz and an ICT quiz, an emergency quiz, basic skills really just to know the experiences of students. And then the approach you integrate the approach. So these three skills, as I said, communication, ICT and emergency, we try and integrate them together and we also try to embed them into their core classes or what you call vocational qualifications. So I give them a task example and then ask them to work in payers or groups. And they need to look at an example for communication. I give them a text online based on a website. And then I ask them to use their evaluation skills. Example, look at the text, what is the purpose of the text, what's the accuracy, can you see any updates, can you see any currency when it was last updated, et cetera, et cetera. And then they do a evaluation in the report. So working in groups to prepare the task. Another example would be to prepare research and present on example different topics. I do, as I said, so we service, I should have said this, sorry, we service different departments across the college. The essential skills, so we do business, we do travel and tourism, we do engineering. So an example would be to do a research on engineering piece and they present in groups after they have to work in groups. And they really buy doing. So that's the approach. Now, as I said in the introduction, can I check with you, do you think employers are happy with school or college leverage skills in terms of communication, ICT and numeracy? Anybody? Do you think they are happy, hands up? Not happy? Yes, it depends. So in terms of ICT, they are quite happy. I show you a graph in a minute. So this is what, this graphic is not too clear, but as you can see, the orange bar shows levels of satisfaction here, the black one, very satisfied, here satisfied, here not satisfied at all. Okay? So in terms of ICT, you see there's a great satisfaction there. But in terms of team working, which is something people, employers say that they are not happy about. So you see the levels of satisfaction there and also basic numeracy skills. So basically, this was a survey last year, it was done by the Confederation of British Industries. They asked the questions, a question like, are you happy with the school levers, college levers, skills, communication they said? For communication, not at all. Okay? Maybe half of those organizations, there were about 500 organizations across the UK. So next one, let me now talk about the advantages of course keys. As team and colleague said, the quiz in Mudo gives you a fast and accurate overview of student abilities and it gives you evidence which you can use to support teaching and learning support and it gives you automatic feedback and saves you time and trees, I would imagine. So rather than marking using a paper and pen, then the quiz gives you automatic results and feedback. So I just put things in context. I teach about 200 students a week. If I had to mark these, like when I do my screening, if I had to mark these manually, I would burn out by the end of the week. So Mudo quiz helps me a lot with this, at the same time which I can use something else. Right now, so now the quizzes. As I said to you, we do three quizzes. One is communication quiz and another is ICT and third one is numeracy. We use multiple choice questions rather than team and colleagues who talk about different types of questions. We only focus on one. It's easier, as I said, it generates the results automatically. 15 quizzes in each question, maximum 20 minutes, countdown, so the time are there, people need to work fast. Basic questions, really. I don't think I have time to go through these questions. Next one, I should move to this one here. Now the results, what do they show? The graph is not too clear, but if you can try to see, you see example, this graph shows me this question here was a bit difficult to students. So when I give results, I sit with students face to face, I ask them what was the easiest one? Let's say the hardest one, what do you think about it? Maybe the wording was too hard or they were not familiar with the question at all. As you can see, the results are good across overall, apart from this question here and that one there. Next one, so the number of students achieving grade ranges, as you can see on this graph there, you see that most students achieved a grade there, which is not too clear about 13, I think. Anybody can see at 13 points? As I said, it's 15 marks, so every question carries one mark, so 13, most students achieved 13, which was good. I can also see here issues, which is why we need to put in place support mechanisms to help these students. So this is just a random graph across different results, so as you can see here, number of students and the grades on this graph. Now, I give an example. If a student was struggling and maybe an example of this would be a dyslexic student, they are slow in reading and hard writing and they were short memory, so what do I do as a lecturer to support them, just in case they miss notes? So what I do is have there, I give them handouts in advance of classes and copies of slides, which are on model, so they can work on these at their own time and read and review, so they come to class prepared. They can also use a laptop or a reader or a scribe and they can also hear a text read aloud. There may be other tools you guys use. Can I ask anybody? Would you use any other tools, like example for dyslexic students? Any other tools you use to support them? Okay, maybe we can discuss this later. Now, so a teacher gives results, as I said, and then if students are pleased with the results, they move on, they're happy, and they move on with essential skills, communication, ICT, and literacy, I mean numeracy, and then for those who need support, they can access support from college or from one to one from teachers if they have the support in place. Now, I think I should move on to the next, let's see, I think it's half time there. So as I said, if they are finished with the quiz, they move on to different beats. As you can see there, in this diagram there, for communication, they can do reading or basic skills of reading, they can also do evaluation or evaluating a piece of writing, and then they can do reflective writing. These are things they can do. From an SQA point of view, which is equivalent to QCA, I think, SQA, QCA. So they are key on grammar, spelling, and punctuation in terms of communication, because they can hinder if there's too much of these maybe grammar mistakes and spelling, then communication can be hindered. So it's very important that we develop these keys. Now, so a quick review of this sprint I've just done. Basically we looked at what are course keys, there are three, okay, and we looked at the resulting system we use, and we see how we meet our needs, and that's me. So thanks for listening.